Centre for Occupational Therapy, Marc Pfeiffenberger, Elmshorn

Sensory integration therapy

A definition of sensory integration:

• the perception, processing and transmission of sensory stimuli: sensation, perception of movements, perception of balance, smell, taste, hearing, sight.this process begins in the womb and has a decisive influence on all future developments.
• the interaction of the senses affects muscles tone, posture, movement as well as the ability for automated intentional acting.
• this is the prerequisite for the development of a number of abilities, including attention, endurance, concentration, emotional stability, the ability to maintain relationships, the ability to experience ...
• “Self-respect, self-control and self-confidence are being developed in the light of the awareness that the body exists as a reliable sensory entity and stems from a good integration of the nervous system” (Jean Ayres)

Possible symptoms

The following distinctive features can sometimes be observed in cases where the reception, processing and transmission of sensory stimuli is malfunctioning:

• clumsiness, e.g. frequent stumbling, problems with drawing and writing...
• a dislike or fear of moving, i.e. a child doesn’t scuttle...
• emotional hypersensitivity or lack of emotional responsiveness when touched, moved, exposed to noise; avoidance of physical contact
• hyperactivity, day dreaming, bad judgement of potential risks
• speech abnormalities, hearing problems, fears
• a child develops very little autonomy, i.e. during dressing
• children with excessive energy, children with sleeping disorders, or children with persistently disruptive behaviour
• enuresis, encopresis, eating and drinking disorders
• children who display marked distractibility, forgetfulness, oversensitivity when criticised, or a lack of stamina ...
• children who act spontaneously without considering the consequences
• children who are easily agitated, aggressive, or lack drive...
• children who find it difficult to make friends, appear to be socially insecure and reticent, or display overfamiliarity
• children who fidget a lot, show little ability for intentional acting, display underdeveloped
• organisational skills or poor concentration
• children who show signs of learning disabilities, including poor reading, writing and numeracy skills ...

Sensory integration therapy

A treatment always begins with a detailed assessment of the medical findings and entails interviewing the parents and the child, observations and standardised testing procedures.

From this assessment we derive the sensori-motor findings which indicate the strengths and weaknesses of the sensory processing and its motor response. In the course of the treatment these sensori-motor fi ndings are constantly being reviewed and further differentiated as they can provide indications relating to the distinctive features of the child, i.e. motor skills, capacity to act, behaviour and so on.

We start with improving the sensory integration (neural integration) by using active and passive sensory and motor measures. Following this, it is possible to pursue more advanced objectives, such as improving the capacity to act, the organisational skills, self-esteem and drive. Throughout the course of the treatment the therapist engages in a continuous dialogue with the child, adapts the measures to the child’s reactions and brings to bear her knowledge of both the interactions of the senses and the complex interrelations of reception, motor activity, acting, and behaviour.

The therapy is designed to ensure that ‘higher’ objectives, i.e. fine motor skills, the correct holding of pens, the planning of actions, or better concentration, can be achieved once the foundations are put into place. Then we can ensure that the higher objectives are achieved by applying specific measures for sensory integration.

As the child begins to implement and practice its newly acquired skills at home, the therapy begins to have an effect on everyday life. For instance, the child will start climbing trees, moving around, drawing pictures or completing puzzles.

Throughout this process, the attachment figures are being consulted and involved in order to develop the necessary support measures.